Active Care - Bawtry Mayflower Primary School

Active Care - Bawtry Mayflower Primary School

Unique reference number (URN): 2822639 Address: Mayflower Primary School, Station Road, Bawtry, DONCASTER, DN10 6PU Type: Childcare on non-domestic premises Registered with Ofsted: 24/01/2025 Registers: EYR, CCR, VCR Registered person: First Step Sports Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Leaders recently introduced a new inclusive behaviour policy in response to some children needing additional support to regulate their behaviour. Staff apply the new policy consistently, establishing clear boundaries that are adapted for children with special educational needs and/or disabilities when necessary. This helps all children to understand what is expected of them. Children are starting to recognise how their behaviour affects others and how it makes their friends feel. As a result of the setting's work in this area, children's behaviour is consistently positive. Children are happy and relaxed and understand the routines and expectations.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy coming to the setting. They greet staff warmly with hugs and smiles before quickly joining friends. They chat about what they have done at school and decide what to play together. Children are eager to get involved and quickly choose activities that interest them. They cooperate well during play. For example, children enthusiastically join an outdoor group game. They listen carefully to the rules, follow them successfully and have great fun together. They giggle as they create superhero poses.

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Behaviour, attitudes and establishing routines Strong standard

Parents describe how much children love to attend the setting. Staff monitor attendance closely. They work with school and parents to follow up absences promptly to ensure children remain safe.

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Children's welfare and wellbeing Expected standard

Overall, staff know all children well. They provide quiet, calm experiences, such as craft, for those children who are tired and want to rest. Children also enjoy regular opportunities to play outdoors, take part in group games and be physically active.

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Children's welfare and wellbeing Expected standard

Staff ensure the setting is safe for children. For example, they check the outside playing area, equipment and that gates are locked before they take children outside. Children know they need to wear a sun hat or play in the shade during sunny weather. Despite this, staff do not consistently ensure these expectations are consistently followed, as a result children do not fully understand how to keep themselves protected from the sun.

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Children's welfare and wellbeing Expected standard

Children follow healthy hygiene routines. They are encouraged to wash their hands before eating and after using the toilet. Staff provide healthy snacks and meals and speak to children about making healthy choices. Children choose fruit, vegetables, sandwiches and yogurts at mealtimes. Staff are vigilant and observe children closely while they are eating to ensure they remain seated and to minimise choking risks.

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Children's welfare and wellbeing Expected standard

Children typically use polite manners, saying 'please' and 'thank you', as they sit together. On the whole, staff model respectful language and positive interactions throughout the session. These experiences help children develop positive social skills, make healthy choices and support their overall wellbeing.

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Inclusion Expected standard

Overall, leaders and staff have developed an inclusive setting where all children are welcomed. This includes those with special educational needs and/or disabilities (SEND) and those with other barriers to learning. Leaders promote high expectations. They ensure staff treat every child as an individual and provide opportunities for all to participate fully in the setting.

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Inclusion Expected standard

When required, leaders and staff work with parents and school to ensure they understand the children's needs and that they have the same expectations across different settings. Leaders with responsibility for inclusion and children with SEND support staff to identify children's needs. They provide advice on adapting the provision and provide training when required. Staff adapt games to reflect children's age and individual needs. For example, they modify the rules of sports games so that younger children can join in. The outdoor area is adapted to support children with physical difficulties to access the playground. Staff generally plan activities and experiences that children engage in, in ways that reflect their interests and abilities. The physical environment is typically adapted and organised to accommodate children with a range of needs. Staff demonstrate a secure understanding of children attending the setting. In general, they adapt activities and their interactions to help

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Leadership and governance Expected standard

Staff say they feel supported by the leadership team, which helps them develop their knowledge and skills. Leaders and staff develop professional relationships with school staff and parents. Parents say their children enjoy attending the setting and feel happy and settled.

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Leadership and governance Expected standard

Overall, leaders know the setting's strengths and areas that require further development. They visit the setting regularly to monitor the quality of the provision. Following their observations, leaders provide feedback and plan termly training to address identified priorities. Leaders ensure staff receive training when they join the setting and that they successfully complete an induction. Leaders monitor practice, such as any accidents that occur in the setting, and advise staff of any actions required.

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Leadership and governance Expected standard

Leaders support staff if they have concerns about a child's welfare. They also provide guidance on strategies to promote the inclusion of children with special educational needs and/or disabilities. Typically, leaders and staff work with parents and school to help children with barriers to learning feel included and valued.

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Leadership and governance Expected standard

Leaders generally reflect on the quality of practice in the setting and any improvements required. They involve staff, children, parents and school when introducing new ways of working, including the recently introduced behaviour policy. This helps everyone understand the changes and their purpose. Leaders provide information on the setting's website for parents about the sessions available and the planned themes for children. Staff also chat with parents during drop-off and collection times. However, information about children's experiences at the setting is not consistently shared with parents, limiting opportunities for parents to continue children's interests at home.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children build close bonds with staff. They sit closely alongside them as they relax, build models or create craft items together. Children demonstrate they feel safe and secure. They smile, laugh and chat confidently with staff, showing they enjoy their time at the setting. Staff follow up absence quickly to help ensure children remain safe.

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What it's like to be a child at this setting

Children enjoy a range of social experiences. Some children play collaboratively during group games, while others create imaginative games with friends. Children develop positive social skills. They learn to take turns and share toys independently. For example, children use building blocks to create models of towers and hotels. They politely ask each other if they can use particular blocks as they work side by side, sharing resources willingly. Staff speak to children about their models, encouraging them to explain their ideas.

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What it's like to be a child at this setting

Children take responsibility for their own belongings and ensure they are placed in the cloakroom area. They enjoy taking responsibility as they help staff with daily routines. For example, they stop playing when asked and help tidy games equipment away when it is sandwich time. Children enjoy sitting together at mealtimes, listening carefully as staff speak to them. They learn to wait patiently during group routines.

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What it's like to be a child at this setting

Staff plan experiences so children can return to their activities from morning to afternoon or from one day to the next. This helps children sustain concentration and remain engaged in their activities. For example, they make a sweet shop out of paper, with intricate detail and thoughtful design. They independently return to develop their creations started earlier in the day, extending their ideas after school. Staff join in children's play when invited. Staff listen to children and give them time to develop their thoughts, imagination and creativity. This helps children sustain their concentration, recognise their ideas are valued and develop confidence in their own creativity.

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Next steps

Leaders should ensure staff consistently follow the setting's sun safety policy so that children are protected during periods of sunny weather. Leaders should strengthen communications with parents so that they are consistently aware of the activities their children participate in, enabling continuity between the setting and home.

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About this inspection

The inspector spoke with children, parents, staff and leaders during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality standards of provision that is registered on the Early Years Register. The registered

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Address:

Mayflower Primary School, Station Road Bawtry DONCASTER DN10 6PU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: First Step Sports Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday : 03:10 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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4 to 11

person must ensure that this provision complies with the statutory framework for children's development and care, known as the early years foundation stage.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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